Heat Shock Protein 90 (Hsp90)-Inhibitor-Luminespib-Loaded-Protein-Based Nanoformulation for Cancer Therapy

Drugs targeting heat shock protein 90 (Hsp90) have been extensively explored for their anticancer potential in advanced clinical trials. Nanoformulations have been an important drug delivery platform for the anticancer molecules like Hsp90 inhibitors. It has been reported that bovine serum albumin (BSA) nanoparticles (NPs) serve as carriers for anticancer drugs, which have been extensively explored for their therapeutic efficacy against cancers. Luminespib (also known as NVP-AUY922) is a new generation Hsp90 inhibitor that was introduced recently. It is one of the most studied Hsp90 inhibitors for a variety of cancers in Phase I and II clinical trials and is similar to its predecessors such as the ansamycin class of molecules. To our knowledge, nanoformulations for luminespib remain unexplored for their anticancer potential. In the present study, we developed aqueous dispensable BSA NPs for controlled delivery of luminespib. The luminespib-loaded BSA NPs were characterized by SEM, TEM, FTIR, XPS, UV-visible spectroscopy and fluorescence spectroscopy. The results suggest that luminespib interacts by non-covalent reversible interactions with BSA to form drug-loaded BSA NPs (DNPs). Our in vitro evaluations suggest that DNP-based aqueous nanoformulations can be used in both pancreatic (MIA PaCa-2) and breast (MCF-7) cancer therapy

Incorporation and evaluation of student professionalism relative to accreditation standards

Professionalism is defined as the conduct, aims, or qualities that characterize or mark a profession or professional person and includes the ethical and legal parameters of a profession, the behaviors and values of members of a profession, and the responsibilities of a profession to patients, society, and others. Professionalism is an implicit expectation of health professionals and health professional students that is taught by faculty members and preceptors in clinical education experiences through direct instruction, modeling, and ideally, coaching and facilitating. Accreditation standards for schools of medicine, nursing, occupational therapy, pharmacy, and physical therapy include explicit language regarding the development of professionalism in their graduates. It can be challenging to teach professionalism to healthcare professional students and to provide evidence of student professionalism to accrediting bodies. In this panel discussion, Jefferson faculty members will discuss how student professionalism is incorporated and evaluated in their respective programs relative to accreditation standards. Objectives: After participating in this session, participants should be able to: 1. Describe examples of how professionalism is incorporated and evaluated in different schools at Thomas Jefferson University relative to the accreditation standards of each respective program. 2. Create or identify new approaches to evaluating student professionalism and demonstrating student professionalism to accreditors. 3. State how these methods/approaches could be incorporated within their own courses or curriculum. Presentation: 34 minute